Hacia un conocimiento ampliado de la enseñanza humana basada en la ciencia del desarrollo cognitivo

• Sidney Strauss ^[1]
  1. [1] Tel Aviv University

     Tel Aviv University

     Israel

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 41, Nº 3, 2018, págs. 466-490
• Idioma: español
• DOI: 10.1080/02103702.2018.1495891
• Títulos paralelos:
  • Towards an expanded cognitive developmental science understanding of human teaching
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La enseñanza es una de las invenciones más extraordinarias de la naturaleza. A pesar de dos milenios de discusión académica sobre educación, esta sigue necesitando una base científica amplia y firme. Las ciencias cognitivas y del desarrollo son candidatas ideales para proporcionar esta base. El objetivo de este artículo es ir más allá de una visión de la enseñanza como transmisión de conocimientos y presentar una explicación de la extraordinaria complejidad de la enseñanza y el aprendizaje desde el punto de vista del desarrollo cognitivo. Para describir la enseñanza se presenta un enfoque minimalista y uno maximalista, y se propone una preferencia por este último. Este enfoque puede servir a modo de mapa para realizar una ingeniería inversa que nos conduzca a los orígenes y trayectorias en el desarrollo de los distintos componentes de la educación. En el artículo se presenta una versión de la complejidad de la enseñanza adulta normativa ampliada al acoplamiento mental (de mente a mente) que incluye la construcción de un marco de enseñanza con una lectura emocional, motivacional y mental, la organización de la enseñanza, el andamiaje, la detección de brechas de conocimiento y la intervención con estrategias de transmisión de conocimientos dirigidas a reducir esta brecha. En un proceso de ingeniería inversa, se analizan algunas capacidades infantiles sobre algunos de los aspectos de la enseñanza de adultos. La enseñanza es también prosocial, con un acoplamiento emocional (de corazón a corazón). La prosocialidad está indisolublemente unida a la educación y forma parte de la complejidad de la enseñanza y el aprendizaje. Esta prosocialidad de la educación se analiza a través del concepto económico de la no rivalidad. Se demuestra que la educación es un tipo de comportamiento de ayuda, pero no es altruista. Finalmente, se ofrecen indicaciones para futuras investigaciones bajo este enfoque maximalista del estudio científico de la educación.

  • English

    Teaching is one of nature’s remarkable inventions. Despite over two millennia of academic discussion about teaching, it remains in need of a broad scientific footing. The cognitive and developmental sciences, writ large, are candidates for such a footing. The purpose of this article is to go beyond teaching as knowledge transmission and present an expanded cognitive developmental account of teaching’s remarkable complexity. A minimalist and maximalist approach for describing teaching are presented, with a preference offered for the latter. It can serve as a map for backward engineering so as to get to the origins and developmental trajectories of the map of teaching’s components. An expanded mind-to-mind coupling version of the complexity of normative adult teaching is presented which includes stage-setting with emotion-, motivation- and mind-reading, organizing teaching sessions, scaffolding, detecting knowledge gaps and intervening by knowledge transmission strategies intended to reduce the gaps. In a backward engineering move, research is presented on infants’ abilities for some of what is presented for adults. Teaching is also prosocial, with heart-to-heart coupling. It is inextricably intertwined with teaching, and is another part of teaching’s complexity. Teaching’s prosociality is analysed via the economic concept of non-rivalry. It is shown that teaching is a form of helping behaviour but is not altruistic. Directions for further work in this maximalist approach to the scientific study of teaching are presented.

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